ABSTRACT
Within the last few decades, women have begun to earn more advanced academic degrees than men. Additionally, the presence of women in the field of behavior analysis has increased, as the majority of practitioners certified by the Behavior Analyst Certification Board and the majority of members of the Association for Behavior Analysis International identify as women. Despite their numbers, women continue to face challenges specific to their gender identity while navigating the field of behavior analysis. Women in graduate school may experience significant hurdles related to mentorship, conducting research, teaching, or clinical positions. These hurdles may include differential treatment by advisors, limited opportunities to serve in leadership positions, and more. This chapter will provide a perspective on the graduate school experience for students, including participation in laboratory or research groups, relationships with mentors and colleagues, and the establishment of goals during the transition period from college to career.
